VIETTESOL INTERNATIONAL CONVENTION 2025

Amid ongoing educational reform and globalization, teacher professional capacity is pivotal to achieve equitable and high-quality education. This study examines the impact of Professional Training Programs (PTPs) under the National Foreign Language Project (NFLP) on in-service EFL teachers’ self-efficacy across three key domains: instructional strategies, classroom management, and student engagement, focusing on Mekong Delta region of Vietnam. Guided by the Bandura’s Social Cognitive Theory of teacher self-efficacy and Tschannen-Moran and Hoy’s Teacher Efficacy Framework, a mixed-methods design was used. Quantitative data were gathered from 81 teachers through a bilingual questionnaire with high internal reliability (Cronbach’s Alpha = .97). Qualitative data were collected through semi-structured interviews with 10 teachers from both ethnic majority and minority groups. Results indicate substantial gains in teacher self-efficacy following PTPs’ participation, particularly among female teachers from rural and ethnic minority backgrounds. The main aspects supporting these improvements are training that is contextually relevant, pedagogically innovative, and institutionally supported. The study concludes that efficiently-constructed PTPs contribute to improved teaching practices, teacher autonomy, and professional identity, aligning with the United Nations’ Sustainable Development Goals (SDGs), particularly SDGs 4, 5, 8, and 10. Despite challenges such as uneven access and limited follow-up support, inclusive and equity-oriented PTPs can empower teachers as agents of change and promote sustainable, future-oriented EFL education. The study emphasizes the necessity of practical and well-designed professional development to raise teaching standards and bridge educational inequities in Vietnam.

Key words: Professional Training Programs, Self-Efficacy, In-service EFL Teachers, Teacher Development